A Question of Representation in Educational Discourse: Multiplicities and Intersections of Identities and Positionalities

Briscoe, Felecia M.

doi:10.1207/s15326993es3801_4

Cited by 150 publications

(229 citation statements)

References 28 publications

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“…The interactions I had often involved international students speaking in foreign languages to each other, which made me feel uncomfortable. It is likely my demographic positioning that made me look at the international students I encountered as being the other, and feeling that it was not right for them to be speaking in another language (Briscoe, 2005).…”

Section: Positionality Statementmentioning

confidence: 99%

International student adjustment : does the size of the population dictate the experience?

Dinovelli¹

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Section: Positionality Statementmentioning

confidence: 99%

International student adjustment : does the size of the population dictate the experience?

Dinovelli¹

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“…They are based on a worldview that is faith-based and Christ-centered, and are no doubt in line with my participants who are also from conservative Protestant institutions, making me an insider. Therefore, there is minimal risk that I misrepresented the other (Briscoe, 2005) when it comes to my participants. There is a danger, however, that because I share similar religious beliefs with my participants, I did not identify flaws or inconsistencies in perspectives with which I am predisposed to agree.…”

Section: Validity and Credibilitymentioning

confidence: 99%

Withstand or succumb : Christian universities and the implications of Obergefell v. Hodges

Pickering¹

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Most Christian universities support a traditional view of human sexuality. It is uncertain if they can survive with their religious identity intact, given the rapid increase in societal acceptance of same-sex marriage. The 2015 Obergefell v. Hodges decision legalizing same-sex marriage increases pressure to be more affirming. Thirty-four presidents at universities in the Council for Christian Colleges and Universities (CCCU) participated in a survey, and twelve were interviewed to explore their perceptions regarding that pressure and potential responses. The study was framed by institutional isomorphism theory, and data were analyzed using basic qualitative research methods. The results show that coercive isomorphism is the strongest mechanism, with current pressure to conform emanating from state and federal government.Regional variance is considerable as institutions in the South report little pressure while those in blue states like California report strong local pressure. It is experienced in actual or implied threats to remove student access to state and federal financial aid and eliminate tax-exempt status at universities that discriminate based on sexual orientation. Liberal voices within the Church, accrediting agencies, LGBT advocacy groups, and changing student values are other sources of pressure. Universities seek compromise solutions but are prepared to mount a legal challenge based on the Free Exercise Clause of the First Amendment. They are not prepared to deal with changing student values, the strongest long-term source of pressure. To withstand pressure to conform, Christian universities must craft a unified response; find alternative sources of funding; engage and educate their boards; and find a way to assure young people that it is possible to be kind and loving while holding non-affirming policies related to same-sex marriage.

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“…Yet, Briscoe's (2005) explanation of ideological positioning grants that while ideologies derive from one's experiences and are influenced by one's demographic positionality, the researcher can have experiences that allow him or her to develop empathy with the other (p. 33).…”

Section: Potential Research Biasmentioning

confidence: 99%

Transfer seminar : a case study of transfer students' experiences at a private, four-year college in Brooklyn, New York, using Tinto's model of persistence

Kubacki¹

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The purpose of this qualitative case study is to understand transfer students' experiences of their transition to a private four-year college in Brooklyn, New York, one with an approximate enrollment of 1100 undergraduates. Of particular focus are the students' experience of a Transfer Seminar required of transfer students in their first semester of enrollment at this institution, and how the experience of this Transfer Seminar affected the transition and the re-enrollment of these students in subsequent semesters. The research question this study sought to answer is as follows: how do the students who transferred into this four-year institution and who experienced a Transfer Seminar reflect on this institutional mechanism in regard to their decisions to persist? Data collection included document review of course materials and face-to-face interviews.Participants for the interviews were 10 alumni from this institution who have transferred to this institution, successfully completed the Transfer Seminar, and since graduated from this institution. Data was analyzed using descriptive coding. The majority of participants perceived that the Transfer Seminar positively affected their decisions to re-enroll in subsequent semesters and persist to graduation at this institution. Namely, the Transfer Seminar provided the participants with a comfort level at the institution, a welcoming environment, the academic and social foundation of the institution, and support from the faculty and staff.

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A Question of Representation in Educational Discourse: Multiplicities and Intersections of Identities and Positionalities

Cited by 150 publications

References 28 publications

International student adjustment : does the size of the population dictate the experience?

International student adjustment : does the size of the population dictate the experience?

Withstand or succumb : Christian universities and the implications of Obergefell v. Hodges

Transfer seminar : a case study of transfer students' experiences at a private, four-year college in Brooklyn, New York, using Tinto's model of persistence

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